ABSTRACT
The fact that children can spend long periods in school without learning to read and write is a perennial problem for school systems throughout the world. All groups reported significant growth in the reading performance of the children. Both the tutors and the Reading Recovery teachers said that children had made accelerated progress, and had been discontinued from the programme. In order to introduce Reading Recovery to Central Victoria a way had to be found, in the absence of special funding, to have a local teacher trained as a Reading Recovery tutor in New Zealand. The groups interviewed included the key administrators, the Reading Recovery tutors and teachers, the principals of the Reading Recovery schools, and selected groups of parents and non-Reading Recovery teachers. The selection of teachers for training as Reading Recovery teachers in Central Victoria differed significantly from the ideal procedures suggested by the originators of the programme.
